Feeling overwhelmed by the sheer volume of dense information out there about the Common Core State Standards (CCSS)? You're not alone. Here's Edutopia's guide to resources that will help you make sense of it all.
These moms cope with chronic stress, frequent fatigue and work interruptions, research finds.
Michelle Woodard's insight:
I think every parent of a child with a severe disability experiences chronic stress...although this study just focused on autism, it has really good information and insight. Definitely something to keep in mind when working with families.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
A friend recently shared this with me. Makes me think we need to think of more ways to capitalize on our kids strengths and when they are older make sure we match a job they are passionate about and also one that will build on their gifts.
Here's to others seeing ALL kids as competent!
The Autism Paradox
1. It's easy to recite an entire book but difficult to make up a story.
2. It's easy to line up toys but difficult to stay in line.
3. It makes perfect sense to climb on the sofa but little sense to sit on it.
4. Memorizing the Presidents in order - 10 minutes. Packing a school bag - 10 hours.
5. Family pictures on the wall are boring but that speck of dust next to it, now that's fascinating!
6. Talking about weather patterns - a piece of cake. Talking about my day - impossible.
7. Ability to focus on spinning objects - timeless. Ability to focus on homework - 3 seconds.
8. Being called by name - can't hear it. Some owl hooting in the distance - clear as a bell.
9. How to operate the remote control - zero instruction. How to button up pants - intensive instruction.
10. Navigating social rules - poorly skilled. Navigating from the back seat of the car - highly skilled.
"The central question of Universal Design for Learning (UDL) surrounds the idea of barriers to learning: Is the child “disabled”? Or, could we more accurately say that many of our school environments are disabling to children?
As promised in last blog, here is my collection of state resources for CCSS. This collection is from my book Moore's Common Core Teacher Guide and Planner to Transitioning to CCSS. I personally worked on the material on ...
Having the “same” text written for different levels of English comprehension can be a life-saver for a multi-level class of English Language Learners or for a teacher with a mainstream class that includes some students that are facing other challenges. They can be an important tool for differentiation.
But where do you get these different versions other than creating them yourself?
Here are a few sources, and I hope that readers will suggest more:
Five principles from Office of Civil Rights focus on inclusion and ability al.com This guidance is about expanding opportunities and inclusion. It's not about changing the nature of an athletic activity.
"Over the past few months I’ve been experimenting with guided math strategies in my classroom. One station in my classroom has been dubbed as the technology table. This table has been primarily used to differentiate instruction to improve students’ understanding of mathematical concepts. I’ve been using the tech table for the past few months with great success. There are five iPad apps that are used at this table. Unlike many math apps that offer only demo versions, I’ve found the below apps to be useful in the classroom."